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PAITPHLETS 


ON 


RURAL  SCHOOLS 


/Babcock,  HI*   B,   Suggestions  for  garden  v/ork  in 
California  schools 

oGockefair,  E.  A'^   The  use  of  the  score  c.ird  in 
rural  schools, 

^avis ,  J.   practical  training  in  negro  rural 
schools 

^Draper 3  A.  S .   Shall  we  have  school  super- 
vision in  the  rural  districts? 

•^ Gates,  p.  T«   The  country  school  of  to-morrow 

e  James,  G«  C*   Teaching  of  the  elements  of 
agriculture  in  the  common  schools 

g.  Maofeat,  M»   Elementary  agriculture  and  school 

gardening  at  Winthrop  Ccillege,  Rock  Hill,  S.C 

fip  Fearing ,  S.   Doing  things  in  rural  schools 

^  Ohio  rural  school  agricultural  cluhs.   Direction 
and  report  sheet  for  corn. 

Updegraf f ,  H»   The  improvement  of  the  rural  school 

^"^^indsor  County  Y.M»C.A<.,  White  River  Junoton,  Vt, 
Some  conditions  and  needs  among  the  rural 
schools  of  Windsor  Courity 


(p  Illinois,  University  bulletin.   Consolidation 
of  country  schools, 

/  Llassachusetta  board  of  education  bulletins  4  and  8 
Agricaitural  r^^oj^ct  study  1918 

"         "      "  bibliography 


Do  You  Know  the  Facts? 


AUG  21 191-^ 

SOME  CONDITIONS  -^^^Si^' 
AND  NEEDS 
AMONG  THE  RURAL  SCHOOLS 
OF  WINDSOR  COUNTY 

VERMONT 


i 


ISSUED  BY  THE 

WINDSOR  COUNTY  Y.  M.  C.  A.  COMMITTEE 

HEADQUARTERS 
WHITE  RIVER  JUNCTION,  VERMONT. 


THE  WINDSOR  COUNTY  COMMITTEE 

OF  THE 

YOUNG   MEN'S   CHRISTIAN   ASSOCIATIONS 

(Incorporated) 

Intrusted  with  the  supervision  and  extension  of  Town,  Rural  and  Community 

Y.   M.  C.  A.  Work  in  Windsor  County,  Vermont. 

(See  inside  of  back  cover) 


Chairman,  F.  THOMAS  KIDDER,  M.  D.,  Woodstock 
Vice-chairman,  ROBERT  F.  MEECH,  White  River  Junction 
Treasurer,  FREDERICK  P.  CAMPBELL,  Wilder 
Clerk,  HARRY  L.  GALE,  White  River  Junction 

HORACE  C.  PEASE,  Hartford  WALLACE  BATCHELDER,  Bethel 

ERNEST  J.  HEWITT,  South  Royalton  ARTHUR  B.  WILDER,  Woodstock 

JAY  G.  UNDERWOOD,  Hartland  CHARLES  TUXBURY,  Windsor 

LEON  S.  GAY,  Cavendish  FREDERIC  S.  LEE,  Ph.  D.,  Woodstock 
ELWIN  L.  INGALLS,  Hartford 

County  and  Rural  Work  Secretary 
ARCHIBALD  C.  HURD,  White  River  Junction 

Assistant  County  Work  Secretary 
W.  EDWARD  DAVIES,  White  River  Junction 

Office  and  Headquarters,  White  River  Junction,  Vermont 
Telephone  Connection. 


The  whole  effort  of  the  Windsor  County  Y.  M.  C.  A.  Committee  has  been  co-operative.  No 
other  agency  is  engaged  in  a  program  of  such  broad  usefulness  and  impartial  service  in  this  county. 

It  has  been  pioneering  for  nearly  seven  years — a  campaign  for  a  recognition  of  the  value  of 
rural  life  itself;  for  the  development  of  the  constructive  rural  forces;  for  trained  leaders  for  com- 
munity enterprises;  for  wide  federation  of  rural  institutions;  for  freedom  from  the  enervating  maternal- 
ism  of  the  city;  for  an  educational  system  which  fits  for  rural  life;  for  stemming  the  tide  which 
sweeps  towards  the  city;  for  co-operation  among  community  institutions;  for  civic  improvement 
and  community  betterment;  for  the  increased  power  of  the  church;  for  the  dominant  Christian  life 
throughout  every  small  town  and  rural  community. 


INTRODUCTION. 


THE  accompanying  data,  statistics,  etc.,  is  the  result  ot  a  little  study  into  the  con- 
ditions and  needs  of  97  of  the  rural  schools  in  Windsor  County,  Vermont,  made 
by  the  County  Y.  M.  C.  A.  Secretaries  during  the  spring  and  early  summer  of  1913. 
It  is  in  no  way  complete  or  exhaustive,  but  the  findings  may  be  considered  indicative  of 
what  may  be  found  in  the  rural  districts  quite  generally  over  Vermont.  The  study  was 
the  best  possible  with  the  time  and  facilities  at  their  disposal.  Incomplete  as  it  is, 
it  presents  certain  facts  quite  clearly,  so  that  those  who  are  interested  can  better  under- 
stand the  actual  state  of  aflairs. 

The  County  Committee  of  the  Young  Men's  Christian  Association,  through  its  rep- 
resentatives, have  found,  with  one  or  two  exceptions,  the  school  officials  kindly  disposed 
toward  their  work,  co-operating  heartily  in  many  ways :  especially  in  connection  with 
the  playground  propaganda,  carried  on  during  the  past  seven  years,  in  which  the 
Y.  M.  C.  A.   has  led. 

From  close  observation  it  has  been  found,  as  a  general  thing,  that  the  superintendents 
were  trying  to  do  more  and  more  to  improve  both  conditions  and  the  instruction  given. 
The  secretaries  were  frequently  piloted  over  the  districts  visited,  by  the  superintendents 
themselves,  and  some  conditions  pointed  out  that  the  superintendents  were  then  work- 
ing to  improve.  Certainly  the  superintendents  and  a  majority  of  the  teachers  deserve 
better  at  the  hands  of  the  parents  and  the  public  generally. 

Most  of  us  believe  that  we  should  be  chiefly  concerned  with  the  care  ot  children  — 
not  agriculture  —  for  they  are  our  best  crop  after  all,  and  one  of  the  most  important 
factors  in  the  education  of  these  children,  three-fifths  of  whom  live  under  rural  condi- 
tions, is  the  rural  or  district  school.  Therefore,  the  rural  school  should  be  the  first 
country  institution  to  find  itself,  ahead  of  the  church,  creamery  and  all  other  agencies. 

Most  of  us  know,  in  a  general  way,  that  many  of  the  country  schools  are  not  what 
they  should  be,  that  they  are  not  equipped  properly  or  meeting  the  need  of  the  children. 
We  hope  that  a  better  knowledge  of  actual  conditions  may  be  gained,  as  a  result  of  the 
following  survey,  which  will  lead  to  much  improvement  among  the  rural  schools  of 
Windsor  County. 

F.  Thomas  Kidder. 
Chairtnan   Windsor  County  Y.  M.  C.  A.   Committee. 

Archibald  C.   Hurd. 
W.  Edward  Davies. 

County  Secretaries. 

White  River  Junction,  Vt.,  Oct.  1,  1913. 


TOWNS,  VILLAGES  AND  DISTRICTS  VISITED. 


Hartland. 

Village  or  Three  Corners,  Primary  and 
Graded;  Four  Corners;  No.  Hardand, 
Primary  and  Graded  ;  Webster ;  Grout. 

Hartford. 

Christian  St. ;  Jericho  ;  Quechee  Vil- 
lage; Hillside;  Brockway;  West  Hart- 
ford. 

Pomfret. 

Center;  South  Pomfret;  North  Pomfret; 
Hewittville;  Sawyer;  Doton. 

Bridgewater. 

Riverside;  West  Bridgewater;  Corners; 
Daily  Hollow;  Briggs;  Bridgewater  Cen- 
ter; Curtis;  North  Bridgewater. 

Woodstock. 

Lincoln  ;  Pelton  ;  South  Woodstock  ; 
Branch;  Prosper;  Wendall;  West  Wood- 
stock. 

Royalton  and  Bethel. 

Center;  North  Royalton;  Camp  Brook; 
Flynn;  Old  Church;  —  Gilead;  Moun- 
tain; Lympus;  Lillyville;  Quarry;  East 
Bethel;  Dutton;  Dairy  Hill. 

Springfield  and  \A(^eathersfield. 

Upham;  Parker  Hill;  Scrabble;  West 
Springfield;  Pleasant  Valley;  Gould's 
Mills;  Connecticut  River;  —  Weathers- 
field  Bow;  Amsden;  Perkinsville;  As- 
cutneyville;  Marsh;  Weathersfield  Cen- 
ter; Spencer  Hollow. 

Baltimore. 

Baltimore. 

Chester  and  Andover. 

Poplar  Grove;  Chandler;  Smokeshire; 
Gassetts;  Simonsville;  Peaseville;  Sims- 


bury;  Bailey's  Mills;  Rainbow  Hill; 
North  Street;  Kingdom  Valley,  Boyn- 
ton  Hollow. 

Weston  and  Ludlow. 

Weston  Center;  Island;  Barton;  Wad- 
leigh;  Hemenway;  Tarbell  Hill;  Smith- 
ville;  Liberty  Hill;  Bennett;  Shattuck; 
North  Hill. 

Rochester. 

West  Rochester;  Maple  Hill;  Branch; 
Jerusalem. 

Stockbridge. 

Branch;  Commons;  River  School. 

Norwich. 

River;  Norwich  Center. 

^A/^est  Windsor. 

Brownsville. 

Cavendish. 

Cavendish  Center;  Twenty- Mile  Stream. 

Sharon. 

Sharon  Center  and  Three  Corners. 


TOWNS  VISITED. 

NO. 
SCHOOLS. 

ROOMS. 

Hartland, 

5 

7 

Hartford. 

6 

9 

Pomfret, 

6 

6 

Bridgewater, 

8 

9 

Woodstock, 

7 

8 

Royalton  and  Bethel 

13 

14 

Springfield  and  Weathersfield 

14 

16 

Baltimore, 

I 

I 

Chester  and  Andover, 

12 

12 

Ludlow  and  Weston, 

II 

14 

Rochester  and  Stockbridge 

7 

7 

Norwich, 

2 

5 

West  Windsor, 

I 

2 

Cavendish, 

2 

3 

Sharon, 

2 

2 

Total, 


97 


Some  of  the  Good  and  Bad  Conditions 

AS   THEY   HAVE   BEEN    FOUND   TO    EXIST   AMONG    OUR    OWN    WINDSOR  COUNTY 
RURAL   SCHOOLS,  GIVEN    IN    DETAIL   UNDER   THE  FOLLOWING   HEADINGS. 


Attention  is  called  to  the  fact  that  only  a  few  of  the  97  schools  visited  are  reported  upon 
under  some  of  these  headings. 


The  "box"  type  of  school  house  that  must  go.     Situated  on  lot  allowing  no  room  for  play  space. 


I.     SCHOOL  BUILDINGS. 

Out  of  97  buildings  visited  and 
reported  on, 

1.  Three  school  buildings  were  modern  and 

new. 

2.  Two  very  poorly  located :  in  both   cases 

site  was  unsuitable. 

3.  One  school  met  in  room  of  private  dwelling. 

4.  Thirty-six  schools  had  only  a  fair  building 

for  location,  arrangements,  equipment, 
etc. 

5.  Twenty  -  three     schools    had     very    well 

planned  buildings,  well  kept  up. 

6.  Twelve  school  buildings  were  in  decidedly 

poor  condition. 

7.  Seven  buildings  needed  shingling,  paint- 

ing, and  some  slight  overhauling. 

8.  Five  buildings  needed  repairs  immediately. 

In  very  bad  condition. 

9.  Nine  school  buildings  set  on  very  edge  of 

road. 

10.  Attracted  to  one    good    modern    school 

building,    but  without    provision  for  a 
playground. 

11.  One  dilapidated  building,  entirely  beyond 

repair,  still  kept  open. 


12.  Mean,  low,  front  stone  steps  at  two  schools 

and  weak,  broken  steps  and  walks  at 
three  others  needing  attention.  Pupil 
seen  to  step  through  one  and  barely 
escaped  breaking  her  limb. 

13.  One  building  which  had  been  closed  was 

reopened  owing  to  local  demands. 

14.  Plaster  was  off  in  three  schools. 

11.     GENERAL  EQUIPMENT. 

1.  Circulating  branch  libraries  found  in  thir- 

teen school  rooms. 

2.  Old  benches  now  in  use  at  five  schools. 

3.  Organs  found  in  eleven  schools. 

4.  Soiled  hand  towels  in  use  at  three  schools 

and  very  dirty  roller  towel  in  another. 

5.  Common  tin  cups  and  dippers  in  use  at 

seven  schools. 

6.  Individual    drinking    cups    seen    in    two 

schools  and  in  one  case  not  in  dust 
proof  cabinet. 

7.  Bubbling  fountains  used  in  ten  of  the  schools 

inspected,  but  where  tanks  are  used 
instead  of  running  water,  water  is  not 
always  kept  fresh. 

8.  Covered     stone     crocks    used     in    three 

schools. 


SOME  OF  THE  GOOD  AND  BAD  CONDITIONS 


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The  old  "box"  type  of  school  house  compared  with  a  modern  building. 

In  one  school  pupils  drank  direct  from  tin 

pails. 
In  ten  schools  inspected  four  water  pails 

were  used   and  five   wash    basins,   the 

wash   basins  in  some  cases  needing  a 

thorough  washing  or  scalding  they  had 

become  so  dirty. 

III.  LIGHTING  OF  SCHOOL 

BUILDINGS. 

Of  one-room  schools  reported  on  for  light- 
ing eleven  were  lighted  from  three  sides, 
thus  submitting  the  children  to  trying 
cross  lights  and  in  some  cases  compell- 
ing them  to  face  the  light. 

The  lighting  space  in  thirteen  other  school 
rooms  was  inadequate  or  crossed. 

In  some  schools  the  conditions  were 
aggravated  by  improper  curtaining  of 
the  windows  and  the  tinting  and  paint- 
ing done  without  any  reference  to  the 
principles  of  good  lighting. 

In  one  school  room  special  attention  had 
been  given  to  the  tinting  of  the  walls. 

IV.  HEATING  OF  SCHOOL 

BUILDINGS. 

Among  school  rooms  reported  upon  as  to 
the  heating  eight  contained  stoves  un- 


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jacketed   and  the   corresponding  varia- 
tions of  temperature. 

2.  Two  school  rooms  reported  as  having  dis- 
connected stove  pipes,  throwing  out  gas 
and  smoke. 

3.  Four  school  rooms  were  reported  as  being 
very  poorly  heated. 


The  air  movement  in  a  good  system  of  heating  and  ventilation. 


AMONG  WINDSOR  COUNTY  RURAL  SCHOOLS 


School  room  showing  cross  lighting,  unjacketed  stove  with  poor  stove  pipe  and  non-adjustable  seats. 
Similar  arrangements  are  found  in  too  many  of  our  schools. 


2.  A  jacketed  stove  with  a  foul  air  extractor.  The  temperature  in  the  ordinary  school  room  heated  by  stoves  of 
this  type  will  not  vary  more  than  four  degrees  in  any  part  of  the  room.  Fresh  air  is  brought  in  from  the  outside, 
while  the  bad  air  is  extracted  through  the  pipe  shown  on  the  right. 


SOME  OF  THE  GOOD  AND  BAD  CONDITIONS 


V.     VENTILATION  OF  SCHOOL 
BUILDINGS. 

1.  In  four  school  rooms  apparently  the  teach- 

ers had  given  no  attention  to  the  matter 
of  ventilation  and  in  many  cases  there 
was  no  way  to  ventilate  the  school  room. 

2.  Especially  good  ventilation  systems  were 

noticed  in  three  'schools. 

VI.     CARE  OF  SCHOOL 
BUILDINGS. 

1.  Of  nine  schools  inspected  for  this  fact  five 

were  found  kept  very  neatly. 

2.  Three    were   disorderly  and    one   school 

room  decidedly  dirty. 

3.  It  was  quite  evident  at  five  schools  that 

attempts  had  been  made  at  keeping 
school  room  attractive. 

VII.      WATER-CLOSETS  OR 
TOILETS. 

1.  Of  the  ninety-seven  schools  inspected  four- 

teen were  reported  with  toilets  well 
screened. 

2.  Two  with  no  screens. 

3.  Fourteen  common   toilets  or  water-closets 

fotmd  under  the  same  roof,  for  both  boys 
and  girls. 

4.  Toilets  needed  immediate  cleaning;  smell- 

ing badly  in  nineteen  cases. 

5.  At    one    school    building    no    toilet    was 

located. 


6.  Toilets  were  in  bad  condition,  with  excre- 

ments all  open  or  in  part  to  flies  and  to 
view  in  eight  cases,  some  of  which  were 
indescribable. 

7.  a.     In  four  cases  toilets  were  attached  to 

school  buildings. 

b.  Six  toilets  were  found  to  be  from 
three  to  ten  feet  from  school  buildings. 

c.  Four  toilets  were  found  in  sheds. 

d.  One  toilet  found  standing  in  stagnant 
water. 

e.  In  ten  cases  toilets  were  only  fairly 
well  located. 

f.  Eleven  toilets  well  situated  and  kept 
in  good  condition. 

8.  a.     The   doors  were  off  entirely  at  three 

toilets  at  time  of  inspection, 
b.     At  two  toilets  doors  would  only  partly 
close. 

9.  a.     Boards  were  ofif,  roofs  leaked  and  poor 

entrances  were  found  at  six  toilets. 

b.  Three  toilets  were  found  very  dark, 
dangerous  of  approach  and  hard  to 
reach. 

c.  Knot  holes,  holes  cut  with  jack-knives, 
cracks  in  both  wall  and  board  partitions 
found  in  three  toilets  dividing  boys  and 
girls. 

10.  a.  Many  very  smutty,  dirty  marks  and 
suggestive  designs  found  on  the  walls  of 
twelve  toilets, 
b.  With  the  exception  of  two  toilets 
which  were  placarded  over  with  smut, 
the  girls'  toilets  were  found  to  be  quite 
free  of  it. 


This  unsanitary  lavatory  equipment  is  still  used  in  many  rural  schools:   hand  or 
roller  towel,  basin,  water-pail  and  dipper. 


AMONG  WINDSOR  COUNTY  RURAL  SCHOOLS 


One  of  many  rural  school  houses  of  Windsor  County  in  its  lack  of  playground  space.  Children  must  play  in  road 
or  trespass  on  private  property.  When  a  representative  of  the  County  Y.  M.  C.  A.  Committee  visited  this  school  he  was 
compelled  to  give  play  demonstrations  in  the  road. 


c.  In  three  boys'  toilets  the  walls  were 
all  covered  with  filthy  writing. 

d.  At  one  toilet  a  member  of  the  Boy 
Scouts  had  volunteered  to  keep  the 
walls  free  of  dirty  writing  and  had  put 
up  a  sign  on  the  outside  that  profanity 
or  dirty  talk  would  not  be  tolerated. 

VIII.     CARE  OF  SCHOOL 
GROUNDS. 

1.  The   grounds   about  three    schools  were 

scattered  full  of  wood. 

2.  It  was  noticed  that  at  many  schools  wood 

was  in  the  way  being  thrown  in  shed, 
seldom  piled  or  properly  cared  for, 
making  a  very  untidy  appearance. 

3.  At  one  school  the  teacher  led  the  boys  in 

a  piling  bee,  and  at  another  school  the 
boys  were  paid  so  much  an  hour  for 
piling. 

4.  Very  dirty  playground  at  one  school. 

5.  Pupils  interested  by  teachers  to  plant  and 

care  for  flower  beds  at  only  two  schools 
visited. 

6.  Vines  planted  and  trained  on  one  school- 

house. 

iX.  PLAYGROUNDS  AND  SCHOOL 
GROUNDS. 

1.  No  place  provided  at  all  for  play  space  or 

grounds  at  six  schools. 

2.  At  five  schools  children  played  in  road, 

which  was  usually  deep  with  dust  and 
some-times  dangerous. 


The  available  space  for  play  provided  at 

twenty-three    schools  was    either    very 

rough  or  hilly. 
In  twenty  cases  the  playground  space  was 

found  to  be  limited  and  many  times  too 

small. 
At  twenty-one  schools  ample  playground 

space  had  been  provided. 
Ample    playground  space    found  at    five 

other  schools  if  it   could   be  fixed   up 

somewhat    or    used    properly,    grading 

needed. 

It  was  found  on  four  playgrounds  that 
older  boys  dominated,  who  were  foot- 
ball or  base-ball  cranks  and  as  usual 
were  running  everything  with  the  smaller 
children  continually  frightened  and  the 
teachers  apparently  helpless  or  indiffer- 
ent. 

Playground  used  at  two  schools  entirely 
by  boys  for  base-ball  diamond,  the  girls 
and  small  pupils  being  driven  into  the 
road  or  building  for  fear  of  the  hard  ball. 

Large  yards  at  two  schools  with  ample 
room  for  lawn  aside  from  required  play- 
ground space,  yet  children  are  not  per- 
mitted to  use  the  same  very  much  for 
fear  of  injury  to  grass. 

Only  four  school  grounds  found  properly 
shaded,  three  school  grounds  shaded 
too  much,  very  damp. 

No  attempt  at  any  school  visited  to  make 
school  gardens. 


f 


SOME  OF  THE  GOOD  AND  BAD  CONDITIONS 


X.     PUPILS. 

Some  of  the  schools  among  the  ninety- 
seven  visited  ought  to  be  closed  and  the 
pupils  carried  to  larger  centers  or  the 
schools  should  be  consolidated. 

1.  Four  schools  contained  five  pupils  or  less. 

2.  Seven   schools  contained  eight  pupils  or 

less. 

3.  Two  schools  have  quite  isolated  locations, 

being  very  lonely. 

4.  In   eight    school   rooms   no  grading   had 

been  attempted. 

5.  In  twelve  schools   the  variations   in  ages 

were  marked. 


1.  Five  Finns  in  one  school,  where  fortunately 

they  had  a  teacher  who  was  interested 
in  them  and  where  good  toilets  had  been 
provided. 

2.  In  one  school  the  following   pupils  were 

found:  Three  French,  three  English, 
two  Italians,  five  Poles,  one  German, 
three  Americans. 

XII.      TEACHERS. 

Among  the  one  hundred  and  eleven 
teachers  who  were  seen  at  the  ninety-seven 
schools  visited  the  majority  were  cordial, 
polite  and  interested  to  co-operate  in  any 
way  they  could.     Others  were  indifferent. 


All  these  boys  and  girls  used  toilet  jointly  at  this  school.    The  need  for  playground  supervision  at  this 
school  is  typical  of  the  need  in  many  district  schools  of  the  county. 


In  one  school  larger  and  much  older  dirty 

talking  boy  with  small  children. 
Half-witted   boy  in  one  school  the  butt  of 

all  mean  jokes,  teacher  indifferent  to  it 

all. 
Large,   over-grown,    backward    boys  and 

girls  found  in  five  schools  among  small 

children,    sadly   in    need  of   individual 

attention. 
The  scholars   were  too    crowded  in  two 

schools  for  even  fair  work  to  be  done. 


XI.     AMONG  SCHOLARS  WHO 
ARE  ALIENS. 

Children  of  alien  parentage  prominent 
in  seven  schools ;  in  many  cases  appear- 
ing more  alert  and  making  better  scholars 
than  the  American  boys  and  girls. 


In  nine  schools  the  teachers  appeared  to 
be  quite  interested,  not  only  in  the  pupils 
but  in  the  community  itself. 

In  five  schools  the  teachers  were  glad  to 
receive  help  or  suggestions  and  to  co- 
operate with  anything  that  would  be  of 
benefit  to  the  school. 

One  teacher  well  informed  regarding 
pupils'  home  life  and  conditions. 

The  teachers  of  four  schools  were  evi- 
dently very  much  dissatisfied  and  were 
looking  for  something  else.  They 
wanted  a  change. 

In  two  schools  teachers  were  only  tempo- 
rarily engaged.  No  particular  interest 
in  the  school  as  a  result. 

Teachers  cooperate  heartily  at  ten  schools 
in  the  organization  of  corn,  potato  and 
poultry  clubs. 

At  one  school  pupils  were  seen  playing  in 
stagnant  water  and  mud,   getting   wet 


AMONG  WINDSOR  COUNTY  RURAL  SCHOOLS 


their  desk  dur- 
ing playground 
demonstrations. 

Three  rural 
school  teachers 
raised  small  fund 
to  purchase  sim- 
ple equipment 
for  playground 
games. 


*• 


Note  approach  over  rough,  large  stones  to  this  common  toilet. 


and  dirty  but  receiving  no  attention  dur- 
ing noon  hour. 

In  six  cases  it  was  learned  that  teachers 
had  called  the  attention  of  school  direc- 
tors to  bad  conditions  with  no  result. 

Only  four  rural  schools  found  employing 
male  teachers. 

XIII.     TEACHERS  AND  THE 
PLAYGROUND. 

In  ten  schools  the  teachers  were  not  par- 
ticularly interested  in  the  recreative 
side  of  their  pupils'  life  at  all.  Some 
indifferent  through  lack  of  knowledge. 

In  fourteen  schools  the  teachers  had  no 
appreciation  of  the  value  of  play  and 
its  supervision  and  gave  it  no  attention 
whatever. 

In  thirty-nine  schools  teachers  were  found 
to  be  somewhat  interested  in  the  super- 
vision of  play  and  a  further  use  of  the 
playground. 

The  teachers  were  quite  interested  in  the 
matter  of  play;  witnessing  playground 
demonstrations  given  by  Y.  M.  C.  A. 
Secretaries  at  thirty-six  schools,  taking 
notes  on  games  taught. 

Teachers  were  found  to  be  very  much 
alive  to  the  matter  of  supervised  play  on 
the  playground  at  seven  schools  and 
were  carrying  on  some  sort  of  organized 
work  themselves,  and  teaching  folk 
dancing. 

In  three  cases  teachers  took  actual  part  in 
playground  demonstrations  given  on 
school  ground  by  Y.  M.  C.  A.  Secreta- 
ries. 

In  three  schools  it  was  noted  that  teachers 
were  not    interested    enough  to    leave 


This  very  dark,  UDlighted  toilet  used  in  common  and 
located  in  rear  of  wood  shed. 

Toilet  entered  between  piles  of  wood. 

Note  condition  under  toilet. 

A  cotnmuuity  with  a  Bible  name  and  a  school  toilet 
like  this. 


lO 


SOME  OF  THE  GOOD  AND  BAD  CONDITIONS 


The  man  shovvn  in  the  above  picture  is  the  new   school   superintendent  of  the  district,  ^vho  is  heartily  co-opera- 
ting with  the  Y.  M.  C.  A.  representative  in  the  first  attempt  to  organize  the  play  life  of  the  scholars  at  this  school. 
Note  space  between  sill  of  toilet  and  ground.    Toilet  filled  with  excrements  and  partly  open  to  view  and  flies. 


Toilet  at  one  Windsor  County  rural  school,  entered  through  shed.     Door  off  hinges.     Used  in  common 

while  filled  with  open  cracks. 


^ 


A    FEW    SPECIAL    NOTATIONS. 


Two  families  furnished  all  pupils  at  one 
school. 

Tobacco  tins,  stubs  and  matches  found 
in  one  boys'  toilet. 

Proper  entrance  steps  needed  at  not  a 
few  school  buildings  and  especially  at 
toilets. 

Toilets  often  dark  and  unventilated. 

Number  of  pupils  in  one  school  shifted 
from  twenty-three  to  nine  during  school 
year — moving  population — parents  renters 
of  farms. 

A  pupil  at  one  school  thanked  Secretary 
for  visiting  school  and  suggesting  some- 
thing they  might  do.  Tough  crowd  in 
this  same  school. 

One  especially  good  subject  found  for 
the  study  of  phrenology  at  one  school. 

Diphtheria  in  one  place  traceable  to 
school  house  and  toilets  for  its  origin. 

More  smut  found  in  one  girls'  toilet 
than  could  be  equalled  at  the  average 
smutty  boys'  toilet. 


Window-glass  in  girls'  toilet  not  clouded, 
permitting  a  direct  view  from  school 
ground. 

Excrements  ought  to  be  taken  care  of 
oftener  at  many  schools. 

Stove  pipes  needing  attention  in  some 
schools. 

Toilets  as  a  rule  built  too  small  and 
squatty. 

Found  excrements  just  outside  of  one 
school  building,  not  having  been  attended 
to  for  some  Httle  time. 

Water  supply  in  many  cases  at  too  great 
a  distance  from  school  house,  pupils  drink- 
ing stale  water  as  a  result. 

One  school  using  water  from  a  poor  well. 

Too  often  the  school  houses  had  no  pro- 
vision for  proper  ventilation,  or  were 
allowed  to  go  unventilated  by  the  teacher, 
through  ignorance  or  indifference. 

Through  school  efforts  an  interest  has 
been  aroused  in  gardening  at  home  by 
pupils  in  a  few  localities. 


SOME  IMPRESSIONS  AND  CONCLUSIONS. 


Believing  that  the  rural  life  problem  must 
be  dealt  with  as  a  unit  the  Rural  or  County 
Work  Department  of  the  Young  Men's 
Christian  Association,  for  many  years  at 
work  in  Windsor  County,  does  not  attempt  to 
try  to  better  religious  or  ethical  conditions 
without  considering  how  large  a  part  the 
improvement  of  farming  and  the  rural 
school  plays  in  dealing  with  country  life 
affairs. 

In  view  of  this  attitude  the  Association 
perhaps,  would  not  appear  to  be  assuming 
too  much  in  attempting  to  draw  a  few  con- 
clusions in  connection  with  the  study  that 
has  been  made.  The  variety  of  its  activ- 
ities for  many  years  has  brought  the  Asso- 
ciation into  intimate  touch  with  the  large 
town,  village  and  rural  schools  of  this 
county  as  no  other  agency  has  been  and 
it  is  in  a  position  to  say  many  complimen- 
tary things  of  them,  as  to  their  progressive- 
ness,  for  constant  progress  has  been  made 
during  recent  years,  but  no  one  must  get 
the  impression  that  our  good  school  system 
is  county  wide  for  usually  the  improvement 


has  stopped  at  the  village  line  leaving  the 
district  school  to  continue  its  work  with 
meager  equipment  and  inefficient  instruc- 
tors. 

Your  attention  has  been  called  to  gen- 
eral conditions,  not  to  isolated  cases,  and 
is  it  too  much  to  assume,  that  so  long  as  our 
rural  schools  remain  in  their  present  retard- 
ed condition,  a  larger  number  of  our  people 
will  become  more  and  more  dissatisfied  and 
we  will  find  ourselves  unable  to  maintain 
the  native  quality  of  the  population  and  to 
induce  them  to  remain  on  the  farm ;  espec- 
ially those  families,  where  there  are  children. 

Few  of  our  Windsor  County  ruralschools 
are  reaching  real  concrete  country  condi- 
tions to-day.  The  types  of  teachers  em- 
ployed and  the  general  work  they  are  doing 
have  been  observed,  and  it  is  very  appar- 
ent that  some  of  our  one-room  schools 
have  got  to  go,  while  others  will  remain  for 
years  and  must  be  vitalized  and  readjusted 
to  serve  the  real  every  day  needs  of  the 
pupils  who  will  attend  them. 

We  need   more  rural  minded  teachers; 


12 


SOME  OF  THE  GOOD  AND  BAD  CONDITIONS 


teachers  interested  in  the  folks,  yes,  inter- 
ested in  the  over  grown  boy  and  girl  found 
so  frequently  in  many  of  our  district  schools 
needing  individual  attention  sadly ;  teach- 
ers who  will  more  and  more  try  to  corre- 
late their  teaching  with  the  things  that  are 
common  to  the  life  of  the  child.  The 
teacher  must  be  provided  with  a  system 
that  will  give  more  recognition  to  the  farm 
utilities  and  the  aflairs  of  the  farm  and  farm 
home. 

It  seems  a  great  pity  that  so  few  of  our 
rural  school  teachers  are  males  when  ninety 
per  cent,  of  our  rural  children,  especially 
the  boys,  are  spending  from  forty  to  fifty 
per  cent,  of  their  waking  hours  under  the 
direct  influence  of  girls  and  young  women. 

Except  in  a  few  cases  the  rural  school 
buildings  of  the  county  have  a  rather  bare, 
mean,  unattractive  appearance;  and  the 
general  disregard  for  the  aesthetic,  sort  of 
constitutes  an  invitation  to  children  to  dis- 
figure school  walls,  toilets  and  other  out- 
buildings.    And  they  accept  the  invitation. 

It  was  frequently  noticed  that  the  chil- 
dren in  attendance  at  some  schools  were 
often  tempted  to  trespass  on  other  people' s 
property  to  find  a  place  to  play,  because  no 
play  space  had  been  provided  at  or  near 
the  school  building. 

In  view  of  this  situation,  shall  we  com- 
plain of  the  children? 

It  would  appear  from  what  we  have 
seen  that  some  people  have  been  passing 
their  schoolhouses  with  their  eyes  closed 
too  long,  while  other  folks  have  been  tak- 
ing the  pains  to  inform  themselves  as  to 
the  real  state  of  affairs  and  are  applying 
themselves  to  the  task  with  the  result  that 
here  and  there  new  life  has  come  to  the 
school  and  progress  to  the  community. 

Many  of  the  school  houses  in  Windsor 
County  ought  to  have  wider  use,  and  be 
made  a  common  meeting  place  for  various 
social  affairs.  Not  a  few  schools  could  be 
tied  up  to  the  interests  of  the  community  by 
making  the  school  house  more  of  a  social 
center.  With  the  stimulus  that  is  coming  to 
agricultural  conditions  all  over  Windsor 
County  there  must  also  come  a  re-direction 
of  the  rural  school  curriculum.  It  is  not 
our  purpose  to  go  into  the  matter  of  the 


curriculum  here  or  the  method  of  teaching, 
but  merely  to  point  out  some  pressing  needs 
and  re-emphasize  again  how  very  necessary 
it  is  that  public  sentiment  be  aroused  in 
order  that  the  means  may  be  made  avail- 
able for  bettering  and  redirecting  the  rural 
schools  on  a  basis  of  community  interest. 

The  teacher  very  often  has  too  many 
grades,  and  she  is  generally  untrained  for 
the  task  before  her.  Too  few  of  our  teach- 
ers stay  long  enough  in  any  one- room 
school  to  accomplish  anything  at  all  and 
this  is  a  serious  difficulty  as  is  so  pointedly 
shown  in  the  carefully  prepared  study  of 
this  subject  by  Prof.  Earle  E.  Wilson  of 
Westboro,  Mass.,  recently  Superintendent 
of  the  Bethel  and  Royalton  schools,  given 
under  same  cover.  It  would  appear  as  if 
we  were  going  to  need  sooner  or  later  an 
organization  similar  to  the  great  Student 
Volunteer  Movement  for  Foreign  Missions 
and  to  be  known  as  the  rural  school  volun- 
teer movement,  if  this  need  for  rural  teach- 
ers who  will  stay  on  the  job,  is  going  to  be 
met.  If  we  can  arrange  to  give  more 
special  training  to  fit  teachers  for  work  in 
our  country  schools  and  make  a  stronger 
pull  for  more  respectable  salaries,  we  will 
be  accomplishing  a  great  deal. 

In  talking  with  many  teachers  it  was  very 
noticeable  that  they  were  not  in  sympathy 
with  country  life,  and  unconsciously  were 
impressing  the  minds  of  their  pupils  with 
the  superiority  of  city  life.  Suppose  one 
third  of  the  pupils  should  ultimately  go  to 
the  city,  is  it  not  unfair  and  unjust  to  the 
majority  that  remain,  to  be  constantly  mak- 
ing references  to  the  city  and  its  advantages. 
Our  teachers  should  be  taught  to  exalt  rural 
ideals  and  develop  rural  interests,  opening 
the  eyes  of  their  pupils,  not  to  fault  finding 
and  discontent,  but  to  the  many  privileges 
of  a  life  lived  in  the  country  along  with  the 
possibilities  for  scientific  farming  in  Ver- 
mont. Teachers  in  training  for  the  soil, 
must  come,  instead  of  away  from  the  soil 
as  at  present. 

Certainly  a  rural  minded  school  teacher, 
aided  by  proper  equipment  and  support, 
can  contribute  much  toward  making  the 
rural  community  a  more  satisfying  place  in 
which  to  live. 

Archibald  C.  Hurd. 


A  LETTER  FROM  A  MAN  WHO  KNOWS  THE  FACTS. 


Westboro  School  Department. 


IVestboro,  Mass.,  Aug.  2g,  igij 

Gentlemen : 

You  ask  me  for  a  statement  of  my  con- 
clusions in  regard  to  the  rural  school  prob- 
lem in  Vermont  as  gained  from  my  expe- 
rience in  connection  with  these  schools 
and  from  the  statistical  table  which  I  have 
gathered;  especially  in  regard  to  the  fre- 
quent changing  of  teachers.  During  the 
three  years  that  I  was  superintendent  of 
the  schools  of  Bethel,  Royalton  and  Tun- 
bridge,  the  number  of  schools  under  my 
supervision  varied  from  twenty-nine  to 
thirty-five.  During  this  time  we  had 
ninety- two  different  teachers  in  the  Union; 
of  this  number  twenty-two  served  but  one 
term  in  the  Union,  eighteen  served  but 
two  terms  in  the  Union  and  twenty-four 
served  for  a  full  year  or  three  terms  in  the 
Union.  That  is,  only  a  little  over  thirty 
per  cent  of  the  teachers  served  over  a  year 
in  the  Union.  Taking  the  town  as  the 
unit  for  our  consideration,  which  I  believe 
is  the  better  and  more  logical  thing  to  do, 
the  condition  of  affairs  is  even  more  appall- 
ing. During  the  three  years  19 10-19 13, 
there  were  one  hundred  seventeen  differ- 
ent teachers  in  these  towns,  of  whom  forty 
served  but  one  term  in  a  school,  twenty- 
six  two  terms  and  twenty-seven  but  three 
terms.  That  is  only  about  one-fifth  or 
twenty  per  cent  of  them  served  longer 
than  a  year  in  a  school.  Only  four  teach- 
ers remained  in  the  same  school  for  the 
three   years   and    these   were   in    graded 


schools.  The  average  term  of  service  for 
all  the  teachers  for  all  the  schools  was 
slightly  over  two  and  a  half  terms  in  a 
school. 

One  of  the  principal  reasons  for  this  fre- 
quent changing  of  teachers  has  been  the 
feeling  that  has  been  prevalent  among  the 
rural  people,  the  school  boards  and  even 
the  teachers  that  two  or  three  terms  in  the 
same  school  was  long  enough.  I  say,  has 
been;  because  I  believe  that  the  school 
boards,  some  of  the  people  and  a  few  of 
the  teachers  are  beginning  to  realize  that  a 
longer  term  of  service  means  better  schools. 

The  people  should  be  made  to  realize 
the  importance  of  getting  a  good  teacher 
and  then  keeping  her  at  all  costs.  The 
school  boards  should  pay  a  minimum  of 
not  less  than  $10.  per  week  for  their  rural 
teachers  and  furthermore  there  should  be 
a  graduated  scale  of  increase  in  this  salary 
for  continued  service  in  the  same  school. 
But  most  important  of  all  is  the  need  of 
training  our  teachers  to  realize  the  great 
opportunity  of  the  rural  school  teacher. 
She  should  be  enthused  with  the  spirit  of 
the  *  "Corn  Lady,"  so  that  she  would 
not  be  looking  forward  to  getting  into  a 
graded  school  or  for  the  end  of  the  term. 
Too  many  of  the  rural  teachers  are  village 
girls  who  are  entirely  out  of  sympathy 
with  farm  life.  Too  many  teachers  in  all 
kinds  of  schools  think  that  teaching  is 
simply  hearing  of  recitations  from  so  many 
pages  of  a  book. 

Earle  E.   Wilson, 

Superintendent. 


"The  Corn  Lady,"  by  Jessie  Field.     Published  by  A.  Flanagan  Company,  Chicago,  111.    Price.  40  cts. 


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Statistics  concerning  the  teachers  of  the  towns  of  Bethel,  Royalton,  South 
Royalton,  (Inc.  Dist.)  and  Tunbridge,  for  the  years  1910 — 1913. 

White  River  Valley  Union  School  District.     No.  of  Schools  29 — 35 


Year  1910-1911 


Town            r,^^^^^^% 

No.  oJ 
Schools 

Average  term 
of  service 

Bethel 
Royalton 
So.  Royalton 
Tunbridge 

16 

10 

8 

13 

9 

7 
5 
8 

1  1 1- 16  terms 

2  2-5 

25-8 
I  11-13 

Totals 


47 


29 


Year   1912-1913 


I  39-47  terms  Totals 


57 


Town 

No.  of 

No.  of 

Average  term 

Teachers 

Schools 

of  service 

Bethel 

19 

II 

I  14-19  terms 

Royalton 

19 

II 

I  II-I9       " 

So.  Royalton 

8 

5 

258 

Tunbridge 

ir 

9 

25-11 

36 


-57  terms 


Year   1911-1912 


No.  of 
Teachers 


No.  of 
Schools 


Bethel 
Royalton 
So.  Royalton 
Tunbridge 


14 
14 

7 


Totals 


47 


10 
9 

8 


32 


Average  term 
of  service 


2  1-7      terms 
I  13-14       " 
3 


2  2-47    terms 


Totals  for  the  three  years  1910-1913 


Town        No. 

different 

Terms  of 

Average  term 

sachers 

School 

of  service 

Bethel 

39 

90 

2  12-39  terms 

Royalton 

34 

81 

2  13-34       " 

So.  Royalton 

15 

63 

4  1-5 

Tunbridge 

29 

75 

2  17-29       " 

Totals 


117  309  2  65-ii7terms 


The  above   tables  are  for  each   town  for  each  year, 
town  for  the  three   years  as  a  whole. 


The  following   table  is  for   each 


Town 

No.  different 

Normal 

High  School 

One 

or  two  years 

Teachers 

Graduates 

Graduates 

High  School 

Bethel 

33 

8 

13 

12 

Royalton 

3C 

6 

16 

9 

South  Royalton 

15 

3 

13 

Tunbridge 

24 

5 

16 

3 

Totals 


103 


58 


24 


One  teacher  in  South   Royalton  was  both  a    High  School  and   Normal   Graduate  which 
accounts  for  the  discrepancy  in  the  figures. 


Terms 

OF 

SERVICE 

OF   THE 

TEACHERS   IN   THE 

TOWNS   AND 

Union  1910- 

-19 

[3- 

No.  of  terms 

Bethel 

Royalto 

n              So.  lloyalton 

Tunbridge 

Totals 

Union 

I  term 

14 

15 

2 

10 

41 

22 

2     " 

II 

8 

2 

6 

27 

18 

3     " 

9 

5 

6 

7 

27 

24 

4     " 

2 

3 

3 

8 

7 

5     " 

I 

I 

I 

3 

4 

6     " 

X 

2 

2 

I 

5 

8 

7     " 

2 

2 

3 

8     " 

none 

9     " 

3 

I 

4 

6 

39 


34 


15 


29 


92 


Have  had  92  different  teachers  in  the  Union  during  the  past  three  years,  not  counting 
substitutes,  nor  those  who  have  served  less  than  one  term.  Of  these  only  four  have  remained 
in  the  same  school  and  these  were  in  graded  schools. 


HELPING  TO  MAKE  COUNTRY  LIFE 
MORE  SATISFYING. 


The  Rural  Y.  M.  C.  A.  Work 


COVERS  WINDSOR  COUNTY. 


HfADOUARTERS 
WHirE  RIVER  JCT.. 


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